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Lesson Plan
Class: 6 Stage : Stage 3 | Date: 29/8/11 | Time: Start: 11:45am Finish: 12:30pm | ||
Key Learning Area: HSIE | Lesson Topic: Antarctica | |||
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): - Ss have discussed what they know and what they would like to know about the unit and Ss have been introduced to a video of Antarctica detailing its geographic position. - Ss have had the opportunity to sketch a map of Antarctica, locating the bases and thus the countries involved in research on Antarctica (key diagnostic assessment) - The current lesson will be one of two in the second learning sequence in a four sequence series | ||||
Syllabus Outcome(s): One or two only. Please note the syllabus reference number AND write out in full. ENS3.6 - Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment. | Indicators of Learning for this lesson: Behaviours that contribute toward achievement of outcome(s). Quote syllabus numbers. Must be clear, specific, observable. Curriculum Content Strands may be used as headings. By the end of this lesson, the students will: - explore changes that occur in environmental areas, incorporating a case study - evaluate alternative views about the use of natural and built environments | Assessment: Strategies which will be used to assess learners’ attainment of learning outcomes. Should be linked to each learning indicator. - Cumulative profiling (formative assessment) Involves T observing the development of Ss knowledge and understandings throughout the unit of work. Ss will produce a chronicle of their learning and feelings about Antarctica. Ss will make amendments throughout the unit to show the development of their learning. Ss can make amendments in different colours. | ||
Any safety issues to be considered: - Usual classroom behaviour and etiquette | Resources: List resources you used in preparing the lesson AND those used in the lesson implementation. - during the introduction, Ss will view the following youtube clip http://www.youtube.com/watch?v=zxVR-jP63GI - the following is a useful resource for teachers to guide Ss through the unit on Antarctica; from the bases, animals, environment, explorers, history and science - http://www.polarconservation.org/education - the following is a useful resources for Ss to use to discover, through research, information about the bases of Antarctica http://www.antarctica.gov.au/living-and-working/stations - the following is a youtube clip about Shackleton and his voyage to Antarctica http://www.youtube.com/watch?v=qj0fAYiY09A - the following is a youtube clip marking 100 years since Douglas Mawson's trip to Antarctica http://www.youtube.com/watch?v=JpAQ3dBk-W8 - useful information books -- Antarctica by A. R. Schaefer, Antarctica by Roger Kirkwood, Antarctica by Leila Merrell Foster, Antarctica by Helen Cowcher, Exploring Antarctica: The Frozen Frontier by Robert Hillman, Antarctica series by Greg Reid (Exploration, Human Impact, Ecosystems and the Frozen Continent), Antarctic Adventure by Meredith Hooper, Explore Antarctica by Bobbie Kalman & Rebecca Sjonger. | |||
LESSON SEQUENCE
Lesson Content / Indicators of Learning (What is Taught): Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning. | Timing (mins) | Teaching Strategies / Learning Experiences: (How it is taught) Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. | Resources and Organisation: |
INTRODUCTION | |||
Ss centered discussion based on video. T will lead with a number of interesting facts. Ss are encouraged to share interesting facts with the group. | 10mins | T will show Ss a video on the oceans surrounding Antarctica and lead into a discussion about Antarctica. T will choose 5 interesting facts, one from each of the research topics to be explored in the development of the lesson -- 1. Animals -- Interesting fact: "Since the 1970s, 5 000 000 tonnes of krill have been harvested from the oceans. Krill is used for human food, as animal feed, and for feeding fish on fish farms. Scientists estimate, however, that there could be as much as 500 000 000 tonnes of krill in the oceans." 2. Explorers -- Interesting fact: "In 1973, Donna Muchmore and E Nan Scott were the first women to go to Antarctica for scientific research." 3. Human Interaction -- Interesting fact: "In 1908, New Zealand produced the first postage stamp ever made specially for use in the Antarctic. It was used on mail sent by members of the Shackleton Antarctic expedition." 4. Ecosystems -- Interesting fact: "The average temperature in Antarctica is never above freezing point, even in summer." 5. Key Bases -- Interesting fact: "Lambert Glacier, found in the Australian Antarctic Territory, is the world's largest glacier; it is about 40 kilometres wide and 400 kilometers long."Unknown Author. (2001). Society and Environment NSW: Teachers Guide (Book F). Location: R.I.C. Publications Pty, Limited. | Youtube clip - http://www.youtube.com/watch?v=zxVR-jP63GI |
DEVELOPMENT | |||
Co-operative learning - Ss will construct their own learning activities through jigsaw groups. Ss become experts in their own assigned field of Antarctic research. Ss will explore changes that have occurred in Antarctica. | 25mins | Ts role will be as facilitator of learning and the emphasis will be on the learner (an active member of the process). The focus of the lesson is for the learner to arrive at their own conclusions from their own research. T will divide class into 6 (six) groups and each S in each group will be assigned a different aspect of Antarctica to research. 1. Animals 2. Explorers 3. Human Interaction 4. Ecosystems 5. Key Bases It is the responsibility of the T to observe the Ss research process, intervening when necessary. It is the responsibilty of the Ss to research their topic using internet and books so at the conclusion of the lesson they can become experts and teach their peers what they learnt. After 15 minutes, T will separate original groups and join together the Ss with the same research topic -- for example: each Ss researching animals will come together to share the main idea of the research with one another. | Each group will be allocated a number of resources (see resource list above) - either internet or books. When Ss come together in their same research topic groups they will have the opportunity to share information found in different books. |
CLOSURE | |||
T will draw together the learning process and observe the success of the Ss co-operative learning strategies. | 10mins | Ss will return to their original groups and will be asked to present their findings to the class. Ss will be asked to keep their reporting to the main ideas of their research. T will outline the aim of the following lesson; Ss will use the information from their research to construct an exposition on Antarctica. | |
Class: 6 Stage : Stage 3 | Date: 2/9/11 | Time: Start: 11:45am Finish: 12:30pm | ||
Key Learning Area: HSIE | Lesson Topic: Antarctica | |||
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): - The current lesson will be two of two in the second learning sequence in a four sequence series | ||||
Syllabus Outcome(s): One or two only. Please note the syllabus reference number AND write out in full. ENS3.6 - Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment. RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers' and viewers' understanding of texts. | Indicators of Learning for this lesson: Behaviours that contribute toward achievement of outcome(s). Quote syllabus numbers. Must be clear, specific, observable. Curriculum Content Strands may be used as headings. By the end of this lesson, the students will: - examine how natural, cultural, religious, historical, economic and political factors can influence people's interactions with environments - identify the structure of a persuasive text and features such as modal words and connectives | Assessment: Strategies which will be used to assess learners’ attainment of learning outcomes. Should be linked to each learning indicator. - Cumulative profiling (formative assessment) Involves T observing the development of Ss knowledge and understandings throughout the unit of work. Ss will produce a chronicle of their learning and feelings about Antarctica. Ss will make amendments throughout the unit to show the development of their learning. Ss can make amendments in different colours. | ||
Any safety issues to be considered: - Usual classroom behaviour and etiquette | Resources: List resources you used in preparing the lesson AND those used in the lesson implementation. - useful resource for exposition writing -- Jenny Eather's Writing Fun -- http://www.writingfun.com/writingfun2010.html - the following is a useful resource for teachers to guide Ss through the unit on Antarctica; from the bases, animals, environment, explorers, history and science - http://www.polarconservation.org/education - the following is a useful resources for Ss to use to discover, through research, information about the bases of Antarctica http://www.antarctica.gov.au/living-and-working/stations - the following is a youtube clip about Shackleton and his voyage to Antarctica http://www.youtube.com/watch?v=qj0fAYiY09A - the following is a youtube clip marking 100 years since Douglas Mawson's trip to Antarctica http://www.youtube.com/watch?v=JpAQ3dBk-W8 - useful information books -- Antarctica by A. R. Schaefer, Antarctica by Roger Kirkwood, Antarctica by Leila Merrell Foster, Antarctica by Helen Cowcher, Exploring Antarctica: The Frozen Frontier by Robert Hillman, Antarctica series by Greg Reid (Exploration, Human Impact, Ecosystems and the Frozen Continent), Antarctic Adventure by Meredith Hooper, Explore Antarctica by Bobbie Kalman & Rebecca Sjonger. | |||
LESSON SEQUENCE
Lesson Content / Indicators of Learning (What is Taught): Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning. | Timing (mins) | Teaching Strategies / Learning Experiences: (How it is taught) Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. | Resources and Organisation: |
INTRODUCTION | |||
10mins | T will re-cover details of an exposition; discussing with Ss what they believe an exposition should include. Using the interactive whiteboard, Ss will highlight - using different colours - the structure of an exposition. | Resources include Writing Fun by Jenny Eather. | |
DEVELOPMENT | |||
Ss will construct their own expositional text on Antarctica. | 25mins | Ss will use the information from their research jigsaw lesson to select an important individual from Antarctica and write an exposition from their perspective on an issue involving the region (this individual could also be an animal) -- for example the topic will be: a reaction to an oil spill. T will encourage Ss to base their position on evidence collected and analysed. Ss will also have the opportunity to use the resources from previous lessons. T will encourage Ss to draft and present their exposition in a different format -- choices include a television interview (including filming the interview at a later date), blog or poster. T must have their expositions corrected before commencing on their final product. If they have not completed a draft by the end of the lesson, another lesson will be necessary to complete the final exposition. | |
CLOSURE | |||
T will observe at which the level the Ss have successfully achieved the set outcomes and indicators. | 10mins | Ss who have finished their expositions will report their position to the class. Ss will also be encouraged to fill in their learning charts, using a different colour to add new information. | |
